Concrete reading theory: embodied anchors for early literacy in digital contexts

A new neurocognitive framework, Concrete Reading Theory (CRT), posits that foundational literacy acquisition relies on multisensory, affectively charged cognitive structures, termed 'functional anchors,' which connect abstract orthographic symbols to concrete sensorimotor networks. This theory suggests that traditional literacy models overlook haptic, proprioceptive, and affective systems, a problem exacerbated by the shift to screen-mediated digital learning which displaces hands-on material engagement.

This research highlights a potential gap in current early literacy approaches, particularly concerning the increasing prevalence of digital learning environments. Understanding and integrating Concrete Reading Theory could significantly impact the effectiveness of educational strategies and technology adoption for foundational skill development.

Traditional literacy models primarily focus on visual and auditory decoding, marginalizing haptic, proprioceptive, and affective sensory systems.

Forward consideration, not a verified fact.